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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/27900770/what-are-standardized-literacy-and-numeracy-tests-testing-evidence-of-the-domain-general-contributions-to-students-standardized-educational-test-performance
#1
Steven J Howard, Stuart Woodcock, John Ehrich, Sahar Bokosmaty
BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students' standardized test performance and the pathway(s) through which they exert this influence...
November 30, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27859000/dynamic-testing-and-test-anxiety-amongst-gifted-and-average-ability-children
#2
Bart Vogelaar, Merel Bakker, Julian G Elliott, Wilma C M Resing
BACKGROUND: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children...
November 17, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27858984/teachers-goal-orientations-effects-on-classroom-goal-structures-and-emotions
#3
Hui Wang, Nathan C Hall, Thomas Goetz, Anne C Frenzel
BACKGROUND: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. AIM: The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers...
November 17, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27858999/motivation-strategy-and-english-as-a-foreign-language-vocabulary-learning-a-structural-equation%C3%A2-modelling-study
#4
Yining Zhang, Chin-Hsi Lin, Dongbo Zhang, Yunjeong Choi
BACKGROUND: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. AIMS: This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China...
November 14, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27796031/number-sense-in-the-transition-from-natural-to-rational-numbers
#5
Jo Van Hoof, Lieven Verschaffel, Wim Van Dooren
BACKGROUND: Rational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predictive for mathematics achievement in general, and for performance on rational number tasks in particular...
October 31, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27766612/fear-appeals-engagement-and-examination-performance-the-role-of-challenge-and-threat-appraisals
#6
David W Putwain, Wendy Symes, Hannah M Wilkinson
BACKGROUND: Fear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as threatening, they are related to lower examination performance. AIM: In this study, we examined how challenge, as well as threat, appraisals are indirectly related to performance on a mathematics examination through behavioural engagement...
October 20, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27753081/the-magic-of-magic-the-effect-of-magic-tricks-on-subsequent-engagement-with-lecture-material
#7
Simon A Moss, Melanie Irons, Martin Boland
BACKGROUND AND AIMS: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material...
October 18, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27743388/teachers-legitimacy-effects-of-justice-perception-and-social-comparison-processes
#8
Maria Gouveia-Pereira, Jorge Vala, Isabel Correia
BACKGROUND: Teachers' legitimacy is central to school functioning. Teachers' justice, whether distributive or procedural, predicts teachers' legitimacy. AIMS: What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement)...
October 15, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27739062/metacognitive-control-shifting-from-habitual-to-agenda-processes-on-item-selection-during-study-in-elementary-school-children
#9
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
BACKGROUND: Like adults, children need to allocate study time and endeavour optimally in order to enhance learning effectiveness. AIMS: The aim of this study was to investigate the development of shifting from habitual to agenda-based processes on study decisions. SAMPLE: The participants were 309 children in the second, fourth, and sixth grades. METHODS: We adopted the research paradigm proposed by Ariel and Dunlosky (2013, Mem...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27650881/victimization-and-its-associations-with-peer-rejection-and-fear-of-victimization-moderating-effects-of-individual-level-and-classroom-level-characteristics
#10
Lenka Kollerová, Filip Smolík
BACKGROUND: Past research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology. AIMS: The study tested whether the links between victimization and peer rejection/fear of victimization are moderated by gender, peer support, and two features of classroom peer ecology: classroom victimization rate and classroom hierarchy (the variability of popularity among students)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27629067/the-effects-of-letter-spacing-and-coloured-overlays-on-reading-speed-and-accuracy-in-adult-dyslexia
#11
Amanda M Sjoblom, Elizabeth Eaton, Steven D Stagg
BACKGROUND: Zorzi et al. (2012, Proc. Natl. Acad. Sci. U.S.A., 109, 11455) found evidence that extra-large letter spacing aids children with dyslexia, but the evidence for the coloured overlays is contradictory (e.g., Henderson et al., 2013, J. Res. Special Educ. Needs, 13, 57; Wilkins, 2002, Ophthalmic Physiol. Opt., 22, 448), and possible combined advantages have not been identified. AIMS: To investigate whether extra-large letter spacing or coloured overlays can alleviate reading problems in dyslexic adults...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27612004/student-conceptions-of-feedback-impact-on-self-regulation-self-efficacy-and-academic-achievement
#12
Gavin T L Brown, Elizabeth R Peterson, Esther S Yao
BACKGROUND: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. AIMS: This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27520073/translating-child-development-research-into-practice-can-teachers-foster-children-s-theory-of-mind-in-primary-school
#13
Federica Bianco, Serena Lecce
BACKGROUND: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. AIMS: This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27514725/the-mediating-role-of-metacognition-in-the-relationship-between-executive-function-and-self-regulated-learning
#14
D Jake Follmer, Rayne A Sperling
BACKGROUND: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. AIMS: The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27502760/improving-conceptual-and-procedural-knowledge-the-impact-of-instructional-content-within-a-mathematics-lesson
#15
Bethany Rittle-Johnson, Emily R Fyfe, Abbey M Loehr
BACKGROUND: Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. AIMS: This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27473924/a-randomized-controlled-trial-of-an-early-intervention-computer-based-literacy-program-to-boost-phonological-skills-in-4-to-6-year-old-children
#16
Paul O'Callaghan, Aimee McIvor, Claire McVeigh, Teresa Rushe
BACKGROUND: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). AIMS: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. SAMPLE: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27428898/the-connection-between-teaching-and-learning-linking-teaching-quality-and-metacognitive-strategy-use-in-primary-school
#17
Svenja Rieser, Alexander Naumann, Jasmin Decristan, Benjamin Fauth, Eckhard Klieme, Gerhard Büttner
BACKGROUND: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. AIMS: This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27273652/the-long-term-differential-achievement-effects-of-school-socioeconomic-composition-in-primary-education-a-propensity-score-matching-approach
#18
Barbara Belfi, Carla Haelermans, Bieke De Fraine
BACKGROUND: The effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways. AIMS: In an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large sample, followed students throughout primary education, addressed selection bias problems, identified the grade(s) in which school socio-economic composition mattered the most, and studied the differential effects of school socio-economic composition by individual socio-economic status (SES)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27199279/children-s-science-learning-a-core-skills-approach
#19
Andrew K Tolmie, Zayba Ghazali, Suzanne Morris
BACKGROUND: Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. AIMS AND METHOD: The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas...
September 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27145063/the-impact-of-social-cognitive-and-personality-factors-on-teachers-reported-inclusive-behaviour
#20
Claire Wilson, Lisa Marks Woolfson, Kevin Durkin, Mark A Elliott
BACKGROUND: Inclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success. AIMS: This study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID...
September 2016: British Journal of Educational Psychology
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